Within our professional enquiry group, members spoke about having mixed ability classes which included a number of learners requiring additional support of varying degrees. From this, we decided to explore the effects of using pupil self-assessment checklists across one whole unit of work in order to identify if this had any impact on these learners and indeed, on all learners. Therefore, I undertook a small-scale enquiry to identify if using a checklist would have any effect. In planning the study, the work of Andrade and Du (2007) was considered particularly with regard to their definition of pupil self-assessment:
Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect on explicitly stated goals or criteria, identify strengths and weaknesses in their work and revise accordingly.
Andrade and Du (2007: 160).
This article highlighted the requirement for pupils to be able to prioritise their own goals and be in a position to self-reflect on progress made.
The aim of this enquiry was to explore any impact of using self-assessment checklists with pupils.